Instructions for MCCCD 2013 – 2014 Year-End Accomplishment Report
and 2014 – 2015 Planning Report
What to Submit
1. Each President/VC will report on accomplishments from 2013 – 2014 as well as provide concise
plans for the next year, 2014 – 2015. All reports should make clear how the college or unit is
aligning its plans with the Core Planning Areas and Governing Board Outcomes. As MCCCD is
focusing on outcomes, please do not report ongoing activities or operational plans. Please limit
your submission to 15 pages maximum.
2. The last section of the report has been reserved for the President/VC to communicate any
“Strategic Innovations” that the college or unit is implementing or planning. Strategic Innovations
are not a part of the current organizational scope and differ substantially from the status quo. The
description should make clear how the innovation will contribute to the System-Level
Strategies/Initiatives (see page 2) or improve one or more of the Governing Board Outcomes.
Please limit your submission to 2 pages maximum.
Timeline and Follow-Up to Reports

The final document will be submitted by the President/VC to Dr. Harper-Marinick, Executive
VC and Provost, by Monday September 15, 2014.

Please save your file name with the name of your college or unit and the label “year-end 20132014 report.”

Information provided in these reports will be reviewed and included in subsequent reports for the
Chancellor and Governing Board.

The District Office of Institutional Effectiveness (IE) will be reporting the Governing Board Key
Metrics for the system-level report. Preliminary Key Metrics will be created and shared with the
colleges by July 1. By September 1, each college will be able to produce college-level Key
Metrics using final data; the queries have already been provided by the District IE office. For a list
of the Key Metrics, see page 2.
MCCCD Governing Board Outcomes
1. University Transfer Education and General Education
2. Workforce and Economic Development
3. Developmental Education
4. Community Development and Civic and Global Engagement
Page 1
Strategic Planning Core Planning Areas
The Core Planning Areas provide a conceptual framework for planning and are linked directly to the
Governing Board Outcomes. Please see the Crosswalk on page 3 for the alignment between the
Outcomes and the Core Planning Areas.
1. Access to Learning: MCCCD provides access to learning opportunities for students and
the community.
2. Pathways to Success: MCCCD builds educational and career pathways and supports
student goal attainment.
3. Effective Teaching and Learning: MCCCD researches, assesses, and improves student
learning and invests in strategies to improve organizational learning and effectiveness.
4. Organizational Integrity: Policies and practices necessary to support the accomplishment
of the above through effective use of public resources. This includes financial, human, and
technological resources. Note: most of the non-instructional units can align their plans with
this area.
System-Level Strategies/Initiatives
The Strategic Plan focuses on these strategies and initiatives:
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ONE Maricopa
Student Success Initiative
Completion Agenda
Developmental Education
Seamless Student Experience
Maricopa Priorities
IMOR2
Performance-Based Funding
Governing Board Key Metrics
University Transfer Education and General Education
• College-level course success rate
• Fall-to-Fall retention rate
• Percent making satisfactory academic progress within two years
• Percent of students with a transfer intent who earned an AGEC or transfer degree (AA,
AS, ABUS) within three and six years
• Six-year graduation rate (degree/certificate)
Developmental Education
• Success rate in developmental education courses
• Success rate in subsequent math courses after developmental
• Success rate in subsequent English courses after developmental
Workforce and Economic Development
• Number of occupational degrees and certificates awarded
• Six-year graduation rate of occupational student cohort
Community Development and Civic and Global Engagement
• Unduplicated annual headcount in non-credit courses
Page 2
Crosswalk between Core Planning Areas and Governing Board Outcomes
Core
Planning
Area
Governing Board Outcomes
1. University Transfer Education and General Education
Access
A. Students will have access to quality higher education programs and support services necessary to increase
retention and achieve their learning goals.
Pathways to
Success
B. Students declaring an intent to earn a degree will complete an associate’s degree. The number of associate’s
degrees awarded will increase.
Teaching/
Learning
C. i. Students will demonstrate post-secondary competencies in communication (writing, speaking, listening, reading),
the humanities, science, critical thinking, problem solving, computer and information literacy, mathematics.
Pathways to
Success
C. ii. Students will experience a seamless transfer to baccalaureate-granting institutions.
C. iii. From 2011 to 2020, the percent of students earning the AGEC and transfer associate’s degrees will increase.
C. iv. From 2011 to 2020 the percent of students matriculating to baccalaureate-granting institutions will increase.
Teaching/
Learning
D. Students will benefit from enhanced educational delivery options.
2. Workforce and Economic Development
Access
A. Students and other community residents will have access to support services, courses, programs, career services,
job placement assistance, and workforce training that prepares them for careers.
Pathways to
Success
B. i. Students will complete Certificates of Completion and Associate of Applied Science degrees that prepare them for
success in their careers.
B. ii. From 2011 to 2020, the percent of students earning Certificates of Completion and Associate of Applied Science
degrees will increase.
Teaching/
Learning
C. Students will benefit from enhanced educational delivery options.
3. Developmental Education
Teaching/
Learning
A. Students will develop the competencies necessary to be successful in college level work.
B. Academic achievement gaps based on race, ethnicity, and income will be reduced.
C. Students will benefit from enhanced educational delivery options.
D. Students requiring developmental education will successfully complete developmental courses and subsequently
succeed in college-level courses.
4. Community Development and Civic and Global Engagement
Access
A. Maricopa County residents will have access to and awareness of college programs, activities and events, and
facilities as appropriate to meet diverse needs.
B. Maricopa County residents will have access to and awareness of courses of an avocational nature to include leisure,
wellness, and specialized training.
C. Students will have access to civic, political, and global learning opportunities.
Teaching/
Learning
D. Students will develop the competencies to analyze and participate in democratic processes through community,
civic, and global learning activities.
E. Students will have diverse educational experiences through:
i. Diverse curricula (academic, occupational, vocational, avocational)
ii. Diverse educational modalities (face-to-face, online, hybrid, accelerated)
iii. Diverse faculty (gender, race/ethnicity, academic, vocational, residential, adjunct)
iv. Diverse extra-curricular activities (clubs, service learning, community events, recreation, sports, etc.)
Organizational Integrity: Policies and practices necessary to support the accomplishment of the above through effective use of
public resources. This includes financial, human, and technological resources.
Page 3
MCCCD College/Unit 2013 – 2014 Year-End Accomplishment
and 2014 – 2015 Planning Report
(TYPE COLLEGE OR DISTRICT OFFICE UNIT NAME HERE)
University Transfer Education and General Education
Progress Report for July 1, 2013 – June 30, 2014:
 What were the major accomplishments of your college or unit in 2013 – 2014 relative to the
above Governing Board Outcome?
 Provide evidence that your college or unit has contributed to the above Governing Board
Outcome and any of the System-Level Strategies.
 Key Metric analysis: Briefly discuss findings for your college (or District-level for VCs).
(Please type in the textboxes; they will expand automatically.)
Future Goals/Plans for July 1, 2014 – June 30, 2015:
 What major goals will your college or unit focus on next year? How do they align with the
above Governing Board Outcome and any of the Strategic Planning Core Planning Areas?
What will you assess to demonstrate that you are meeting your goals?
 Based on your Key Metric analysis, what action is your college or unit taking to improve this
Governing Board outcome?
Workforce and Economic Development
Progress Report for July 1, 2013 – June 30, 2014:
 What were the major accomplishments of your college or unit in 2013 – 2014 relative to the
above Governing Board Outcome?
 Provide evidence that your college or unit has contributed to the above Governing Board
Outcome and any of the System-Level Strategies.
 Key Metric analysis: Briefly discuss findings for your college (or District-level for VCs).
Future Goals/Plans for July 1, 2014 – June 30, 2015:
 What major goals will your college or unit focus on next year? How do they align with the
above Governing Board Outcome and any of the Strategic Planning Core Planning Areas?
What will you assess to demonstrate that you are meeting your goals?
 Based on your Key Metric analysis, what action is your college or unit taking to improve this
Governing Board outcome?
Page 4
Developmental Education
Progress Report for July 1, 2013 – June 30, 2014:
 What were the major accomplishments of your college or unit in 2013 – 2014 relative to the
above Governing Board Outcome?
 Provide evidence that your college or unit has contributed to the above Governing Board
Outcome and any of the System-Level Strategies.
 Key Metric analysis: Briefly discuss findings for your college (or District-level for VCs).
Future Goals/Plans for July 1, 2014 – June 30, 2015:
 What major goals will your college or unit focus on next year? How do they align with the
above Governing Board Outcome and any of the Strategic Planning Core Planning Areas?
What will you assess to demonstrate that you are meeting your goals?
 Based on your Key Metric analysis, what action is your college or unit taking to improve this
Governing Board outcome?
Community Development and Civic and Global Engagement
Progress Report for July 1, 2013 – June 30, 2014:
 What were the major accomplishments of your college or unit in 2013 – 2014 relative to the
above Governing Board Outcome?
 Provide evidence that your college or unit has contributed to the above Governing Board
Outcome and any of the System-Level Strategies.
 Key Metric analysis: Briefly discuss findings for your college (or District-level for VCs).
Future Goals/Plans for July 1, 2014 – June 30, 2015:


What major goals will your college or unit focus on next year? How do they align with the
above Governing Board Outcome and any of the Strategic Planning Core Planning Areas?
What will you assess to demonstrate that you are meeting your goals?
Based on your Key Metric analysis, what action is your college or unit taking to improve this
Governing Board outcome?
Page 5
Strategic Innovations Report 2013-2014
Please respond directly on this form and limit your submission to two pages maximum.
Form for Strategic Innovations Report
College/District Unit:
Core Planning Areas
1. Access to Learning
MCCCD provides access
to learning opportunities for
students and the
community.
Strategic innovations should be linked to the most recent
College Strategic Plan or MCCCD Unit Plan.
Identify no more than one or two
innovative initiatives per Core Planning
area that the College or Unit is planning
or implementing. These initiatives should
be strategic in nature and change-based.
Which Governing
Board Outcome is
the innovation
designed to
improve?
(Please type in the textboxes; they will
expand automatically)
2. Pathways to Success
MCCCD builds educational
and career pathways and
supports student goal
attainment.
3.
Effective Teaching &
Learning
MCCCD researches,
assesses, and improves
student learning and
invests in strategies to
improve organizational
learning & effectiveness.
4. Organizational Integrity
Policies and practices
necessary to support the
accomplishment of the
above through effective
use of public resources.
This includes financial,
human, and technological
resources.
Page 6